Help on query formulation
first | previous | 1 21 41 | next | last

Result 1 to 20 of 52 total

The effectiveness of volition support (VoS) in promoting students’ effort regulation and performance in an online mathematics course. (English)
Instr. Sci. 44, No. 4, 359-377 (2016).
Classification: U50 C30 C40
1
Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. (English)
Instr. Sci. 44, No. 5, 477-500 (2016).
Classification: E50 C30 U70 U50
2
Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations. (English)
Instr. Sci. 44, No. 3, 221-242 (2016).
Classification: C30 E50
3
The effects of 3D-representation instruction on composite-solid surface-area learning for elementary school students. (English)
Instr. Sci. 43, No. 1, 115-145 (2015).
Classification: G33 U73 C33
4
Do students attend to representational illustrations of non-standard mathematical word problems, and, if so, how helpful are they? (English)
Instr. Sci. 43, No. 1, 147-171 (2015).
Classification: F90 D50 M10
5
When feedback is cognitively-demanding: the importance of working memory capacity. (English)
Instr. Sci. 43, No. 1, 73-91 (2015).
Classification: D42 C32 D52
6
Using mental computation training to improve complex mathematical performance. (English)
Instr. Sci. 43, No. 4, 463-485 (2015).
Classification: C30 F30 F40 D40
7
How groups cooperate in a networked geometry learning environment. (English)
Instr. Sci. 42, No. 4, 615-637 (2014).
Classification: U70 U50 G40 C70 D40
8
Cognitive load in percentage change problems: unitary, pictorial, and equation approaches to instruction. (English)
Instr. Sci. 42, No. 5, 685-713 (2014).
Classification: F83 D53 C33
9
Erratum to: “The impact of incorrect examples on learning fractions: a field experiment with 6th grade students”. (English)
Instr. Sci. 42, No. 4, 659-660 (2014).
Classification: F43 D73
10
The impact of incorrect examples on learning fractions: a field experiment with 6th grade students. (English)
Instr. Sci. 42, No. 4, 639-657 (2014); erratum ibid 42, No. 4, 659-660 (2014).
Classification: F43 D73
11
Mathematics learning with multiple solution methods: effects of types of solutions and learners’ activity. (English)
Instr. Sci. 42, No. 5, 715-745 (2014).
Classification: D40 D50 C30
12
Students’ images of mathematics. (English)
Instr. Sci. 42, No. 4, 595-614 (2014).
Classification: C20
13
The impact of guidance during problem-solving prior to instruction on students’ inventions and learning outcomes. (English)
Instr. Sci. 42, No. 3, 305-326 (2014).
Classification: D53 D43
14
Structured approaches to participatory design for children: can targeting the needs of children with autism provide benefits for a broader child population? (English)
Instr. Sci. 42, No. 1, 47-65 (2014).
Classification: D40 C90 C40 U70
15
Mentors and teachers: testing the effectiveness of simultaneous roles on school performance from a basic psychological needs perspective. (English)
Instr. Sci. 42, No. 3, 465-483 (2014).
Classification: B23 D43 C33
16
The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain. (English)
Instr. Sci. 41, No. 6, 1127-1140 (2013).
Classification: K75 D45 C25
17
Individual versus collaborative problem solving: divergent outcomes depending on task complexity. (English)
Instr. Sci. 41, No. 6, 1153-1172 (2013).
Classification: D53 D43
18
The expertise reversal effect concerning instructional explanations. (English)
Instr. Sci. 41, No. 2, 407-429 (2013).
Classification: U55 C35 K45 K85 R45
19
Effect of worked examples and cognitive tutor training on constructing equations. (English)
Instr. Sci. 41, No. 1, 1-24 (2013).
Classification: H34 F94 M14 U54 D44
20
first | previous | 1 21 41 | next | last

Result 1 to 20 of 52 total

Valid XHTML 1.0 Transitional Valid CSS!